UNIT: 1 Grade Level Cluster : 1 and 2 Enduring Understandings: Stage 1- Desired Results District-Approved Text: Rigby, On Our Way To English Effective use a variety of strategies to make sense of key ideas and details presented in the text. Essential Questions: What do good do? Do I understand the text? Can I ask and answer questions about the text? ESL Support: Story Map Role play Word Wall Partner Work Gestures Pictures/Photographs Choice Questions Standards CCSS RL.1.1 CCSS RL 2.1 Ask and answer questions about key details in a text. WIDA Standard 1: Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) SLO 1 CO Answer questions posed about key details in a text. LO Orally answer questions using key details through reading and listening, and using a story map. Instructional Scaffold Skills ELP 1 Answer yes/no or either/or questions about the text with single words or phrases. ELP 2 Answer WH- questions about the text using simple phrases and simple sentences with general language related to topic or content areas. Assessments Formative Observations Questioning Discussions Summative State assessments Resources Rigby Leveled Scholastic Leveled 1
Social and Instructional Language English language learners communicate for Social and Instructional purposes within the school setting. Standard 2: Language of Language Arts- English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts. ELP 3 Answer questions in simple sentences with general and some key content based vocabulary. ELP 4 Answer questions in complete sentences using specific and some content based vocabulary. Use a variety of sentence lengths. ELP 5 Answer questions using complex sentences with specific and content based vocabulary. Use a variety of sentence lengths with embedded clauses. District benchmark or interim assessments End-of-unit or chapter tests WIDA : ELDS 1-2 Speaking Listening Reading Writing Performance Tasks: Stage 2 Assessment Evidence Other Evidence: I can identify key details in a text I can ask answer who, what, when, where, why, how questions Teacher observations Self assessment 2
I can ask and answer questions before, during and after reading a text. 3
UNIT: 1 Grade Level Cluster: 1-2 District-Approved Text: Rigby On Our Way To English Enduring Understandings: Stage 1 Desired Results Effective use a variety of strategies to make sense of key ideas and details presented in text. Essential Questions: What do good do? Am I clear about what I just read? How do I know? ESL Support: Story Map Role play Songs Charts Word Wall Partner Work Pictures/Photographs Choice Questions Transition words Time line Standard CCSS RL.1.3 Describe characters, settings, and major events in a story, using key Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1- SLO 2, 3 LO Use illustrations and key details in a story to describe major events. CO Orally describe the major events Instructional Scaffold Skills ELP 1 describe events in a story with single words in appropriately Leveled or adapted text. ELP 2 describe events in a story with phrases in appropriately Assessments Formative Questioning Graphic organizers Resources Rigby Leveled Scholastic Leveled 4
details. CCSS RL 1.7 RI.1.7 Use the illustrations and details in a text to describe its key ideas. CCSS RL.2.3 Describe how characters in a story respond to major events and challenges. of a story using a story map and visuals. Grade 2- SLO 2 LO Describe how characters in a story respond to major events and challenges. CO Describe actions of characters using a story map and/or a character web. Leveled or adapted text. ELP 3 describe events in a story using simple sentences in appropriately Leveled or adapted text. ELP 4 describe events with clear details using complete sentences in appropriately Leveled text. ELP 5 describe events with clear details using complex sentences in appropriately Leveled text. Summative Unit Test Chapter test WIDA ELDS 1 ELDS 2 ELD Std 3 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics ELD Std 4 English language learners communicate information, 5
ideas and concepts necessary for academic success in the content area of Science ELD Std 5 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies Stage 2- Assessment Evidence Performance Tasks: I can define characters in a story I can define settings and major events in a story. I can use key details to describe characters, settings and key details. Other Evidence: Individual whiteboards Quizzes Exit slips 6
UNIT: 1 Grade Level Cluster: 1-2 District-Approved Text: Rigby On Our Way To English Enduring Understandings: Stage 1- Desired Results To gain keener insight into the integration of knowledge and ideas, effective analyze and evaluate content, reasoning and, claims in diverse formats. Essential Questions: How do I define character, setting and plot? Whose story is it? ESL Support: Word bank of describing words Graphic organizers Pictures Illustrations Digital Tools Standard CCSS RL 1.7 CCSSSL.1.5 Use illustrations and details in a story to describe its characters, setting, or events. CCSS RL 2.7 Use information Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1- SLO 2, 17 CO Use illustrations and key details in a story to describe major events. LO Orally describe the major events of a story using a story map. Grade 2- SLO 5 CO Examine the illustrations, individual Instructional Scaffold Skills ELP 1 Describe events in a story by pointing to the illustrations and using single words in Leveled text in print or digital format. ELP 2 Describe events in a story using illustrations with phrases in appropriately Leveled text in print or digital format. ELP 3 Describe events, settings, Assessments Formative Concept Map Think share pair Summative Chapter Test Unit Test Resources Rigby Leveled Scholastic Leveled 7
gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. WIDA ELDS:1-2 Speaking Reading Writing word choices or phrases within a story (print or digital) to describe character traits, setting or plot. LO Describe character traits, setting or plot using illustrations, word choices and a word wall. characters and plot in a story using simple sentences in appropriately Leveled text in print or digital format. ELP 4 Describe events, settings, characters and plot with clear details using complete sentences in appropriately Leveled text in print or digital format. ELP 5 Describe events, settings, characters, and plot with detail by using complex sentences in grade Level text in print or digital format. Stage 2- Assessment Evidence Performance Tasks: I can use illustrations and describe what I see. I can identify details of a story. I can explain how illustrations add meaning to a story. I can use illustrations and words to describe characters, setting and plot. Other Evidence: Observations Learning/Response Logs 8
UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Analyzing texts for structure, purpose and viewpoint allows an effective reader to gain insight and strengthen understanding. Essential Questions: What makes a story a great story? ESL Support: Word wall of rhyming words Feeling words Emotions vocabulary Role play Dramatizations Standards CCSS RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) SLO 6 CO Identify examples of rhymes and describe how they supply rhythm and meaning in a story, poem, or song. LO Identify poetic features (stanzas, lines, verses and rhymes) using a model poem. Instructional Scaffold Skills ELP 1 Use single words to identify feelings or senses in an appropriately Leveled poem or story ELP 2 Use phrases to identify feelings or senses in an appropriately Leveled poem or story ELP 3 Use simple sentences to identify feelings or senses in an appropriately Leveled poem or story Assessments Formative Sense-o-gram (Graphic Organizer) Word Detective Summative Unit test Chapter test Resources Rigby Leveled Scholastic Leveled 9
WIDA ELDS: 1-2 Reading Writing ELP 4 Use expanded sentences to identify feelings or senses in an appropriately Leveled poem or story ELP 5 Use complete sentences to identify feelings or senses in a grade Level poem or story. Stage 2 Assessment Evidence Performance Tasks I can identify the five senses. I can identify sensory words and phrases. I can identify alliterations and rhymes in a story or a poem. Other Evidence Visual representation Discussion 10
UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Analyzing texts for structure, purpose and viewpoint allows an effective reader to gain insight and strengthen understanding. Essential Questions: What is the beginning, middle and end of a story? ESL Support: Graphic organizers Timeline Visuals Venn diagrams Cloze activities Sentence frames Standards CCSS RL 2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. WIDA ELDS: 1-2 Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 2- SLO 3, 4 CO Describe how the beginning of a story introduces the story and the ending concludes the action. LO Describe the beginning and ending of a story using a timeline. Instructional Scaffold Skills ELP 1 Describe how the beginning introduces the story and the ending concludes the action using pictures ELP 2 Describe how the beginning introduces the story and the ending concludes the action using a timeline and short phrases. ELP 3 Describe how the beginning introduces the story and the ending concludes the action in simple sentences with general and key Assessments Formative Graphic organizers Response logs Summative Unit test Chapter test Resources Rigby Leveled Scholastic Leveled 11
Speaking Reading Writing content based vocabulary. ELP 4 Describe how the beginning introduces the story and the ending concludes the action by using transitional phrases in complete sentences with some content based vocabulary. ELP 5 Describe how the beginning introduces the story and the ending concludes the action by using transitional phrases in complex, detailed sentences with grade Level content based vocabulary. Stage 2 Assessment Evidence Performance Tasks: I can recognize the beginning, middle and end of a story. I can describe the events in a story. Other Evidence: Concept Map Verbal and Visual Word Association 12
UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Analyzing texts for structure, purpose and viewpoint allows an effective reader to gain insight and strengthen understanding. Essential Questions: What makes a story interesting? ESL Support: Dramatization Role play Highlighted text Visuals Standards CCSS RL 2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. CCSS SL.2.6 Produce complete Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 2- SLO 7 CO Describe differences in story characters points of view in complete sentences, including using a different voice for each character when reading dialogue aloud. LO Describe differences between characters based on what the character says (dialogue) and does (action) using props, partners, cue cards, and pictures. Instructional Scaffold Skills ELP 1 Speak using pictures, gestures and selected words in memorized phrases, appropriate to task and situation. ELP 2 Speak using Pictures, phrases and short sentences with formulaic structures, appropriate to task and situation. ELP 3 Speak using key vocabulary in a series of simple, related sentences, appropriate to Assessments Formative Inside outside circle Individual whiteboards Summative Chapter test Unit test Resources Rigby Leveled Scholastic Leveled 13
sentences when appropriate to task and situation in order to provide requested detail or clarification WIDA ELDS: 1-2 Reading Speaking task and situation. ELP 4 Speak using key vocabulary in expanded and some complex sentences, appropriate to task and situation. ELP 5 Speak using precise vocabulary in multiple, complex sentences, appropriate to task and situation. Stage 2 Assessment Evidence Performance Tasks: I can define the characters in a story. I can define point of view of the character. I can show different points of view of a character when I read a story. Other Evidence: Observations Questioning Quizzes 14
UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results To gain keener insight into the integration of knowledge and ideas, effective analyze and evaluate content, reasoning and, claims in diverse formats. Essential Questions: How do I define character, setting and plot? Whose story is it? ESL Support: Word bank of describing words Graphic organizers Pictures Illustrations Standards CCSS RL 2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. WIDA ELDS: 1-2 Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 2- SLO 5 CO Examine the illustrations, individual word choices or phrases within a story (print or digital) to describe character traits, setting or plot. LO Describe character traits, setting or plot using illustrations, word choices and a word wall. Instructional Scaffold Skills ELP 1 Describe events in a story by pointing to the illustrations and using single words in Leveled text in print or digital format. ELP 2 Describe events in a story using illustrations with phrases in appropriately Leveled text in print or digital format. ELP 3 Describe events, settings, characters and plot in a story using simple sentences in Assessments Formative Concept Map Think share pair Summative Chapter Test Unit Test Resources Rigby Leveled Scholastic Leveled 15
Reading Speaking appropriately Leveled text in print or digital format. ELP 4 Describe events, settings, characters and plot with clear details using complete sentences in appropriately Leveled text in print or digital format. ELP 5 Describe events, settings, characters, and plot with detail by using complex sentences in grade Level text in print or digital format. Stage 2 Assessment Evidence Performance Tasks: I can use illustrations and describe what I see. I can identify details of a story. I can explain how illustrations add meaning to a story. I can use illustrations and words to describe characters, setting and plot. Other Evidence: Observations Learning/Response Logs Oral Retelling Written Retelling 16
UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Effective use a variety of strategies to make sense of key ideas and details presented in a text. Essential Questions: What do good do? How can I understand an informational text? ESL Support: Graphic organizer Pictures Visuals Realia Standards CCSS RI 2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. WIDA ELDS 1-5 Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 2- SLO 18 CO Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. LO Identify orally the main idea of a multiparagraph text using a graphic organizer. Instructional Scaffold Skills ELP 1 Identify the main idea and details from a Leveled text using single words. ELP 2 Identify the main idea and details from a Leveled text using phrases and short sentences. ELP 3 Identify the main idea and details in a Leveled text using simple sentences. Assessments Formative Graphic Organizers Chain of events Summative Chapter test Unit test Resources Rigby Leveled Scholastic Leveled Standard 3: Language of ELP 4 Identify the main idea and details in a Leveled text 17
Math-English language learners communicate information, ideas, and concepts necessary for the academic success in the content area of Mathematics. using expanded and some complex sentences. ELP 5 Identify the main idea and details in a grade Level text using complex sentences. Standard 4: Language of Science-English language learners communicate information, ideas, and concepts necessary for the academic success in the content area of Science. Standard 5: Language of Social Studies- English language learners communicate information, ideas, and concepts necessary for the academic success in the content area of Science. Stage 2 Assessment Evidence 18
Performance Tasks: I can identify the main idea. I can retell key details. I can explain the big idea of each paragraph. Other Evidence: KWL chart KWLS Chart 19
UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Effective use a variety of strategies to make sense of key ideas and details presented in a text. Essential Questions: How can I connect with, identify and explain ideas within an informational text? ESL Support: Picture dictionaries Visuals Graphic organizers Videos Documentaries Standards CCSS RI 2.4 CCSS L.2.4.a Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. L 2.4.a CCSS L.2.4 Determine or Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 2-SLO 19 CO Use context clues and text features to determine the meaning of words and phrases relevant to a grade two topic or subject. LO Define words and phrases according to usage in text and text features using Pictures, dictionaries and Partner work. Instructional Scaffold Skills ELP 1 Use illustrations, drawings and high frequency words and phrases that represent key ideas. ELP 2 Define words and use pictures and selected vocabulary in phrases. ELP 3 Define words and phrases according to usage in text and text features using key vocabulary in a series of simple, related sentences. ELP 4 Define words and phrases Assessments Formative Visual representations Concept Map Summative Tests Quizzes Resources Rigby Leveled Scholastic Leveled 20
clarify the meaning of unknown and multiple meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a.use sentence-level context as a clue to the meaning of a word or phrase. according to usage in text and text features using key vocabulary in expanding and some complex sentences ELP 5 Define words and phrases according to usage in text and text features using precise vocabulary in multiple, complex sentences. WIDA ELDS 1-5 Reading Writing Stage 2 Assessment Evidence Performance Tasks: I can identify unknown or unclear words. I can use information in a text to identify words and phrases specific to the subject matter. Other Evidence: Presentations Exit/Admit slips 21
UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Word analysis and decoding skills are foundational for success as a reader. Essential Questions: How do sounds and letters create words? What can I do if a word doesn t make sense? ESL Support: Sentence Frames Games Standards CCSS RF.1.1a Demonstrate understanding of the organization and basic features of print. WIDA ELDS 1-2 Reading Writing Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1-SLO 4 CO Recognize the distinguishing features of a sentence. LO Recognize a sentence begins with a capital letter and ends with a punctuation mark. Instructional Scaffold Skills ELP 1 Identify punctuation marks and capital letters at the beginning of sentences. ELP 2 Identify simple sentences written with correct capitalization and punctuation. ELP 3 Identify simple sentences written with correct capitalization and punctuation working with a partner. Assessments Formative Write a sentence Self and peer assessment Summative Unit tests Chapter tests Resources Rigby Leveled Scholastic Leveled ELP 4 Identify near grade Level sentences written with correct capitalization and punctuation 22
working with a partner. ELP 5 Identify complex sentences written with correct capitalization and punctuation. Stage 2 Assessment Evidence Performance Tasks: I can identify words, letters, and sentences. I can recognize that words make sentences. I know when to capitalize. I know words are separated by spaces. I know a sentence ends with a punctuation mark. Other Evidence: Student Conferences Think pair share Writing Samples 23
UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Word analysis and decoding skills are foundational for success as a reader. Essential Questions: How do sounds and letters create words? What can I do if a word doesn t make sense? What do good do? What do good writers do? ESL Support: Word games Card games Standards CCSS RF 1.2 a, b, c 1.3 b, d, g Distinguish long from short vowel sounds in spoken single-syllable words. CCSS RF 2.3 a, b,c, f Know and apply Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1-SLO 5, 6, 7, 8, 9, 10 Grade 2- SLO 20, 21 CO Distinguish between long and short vowel sounds, phonemes and syllables LO Distinguish between long vowel and short vowel words, phonemes and syllables using a graphic organizer, Total Physical Response, pictures and other manipulatives. Instructional Scaffold Skills ELP 1 Identify long and short vowels ELP 2 Identify long and short vowel sounds and orally produce single syllable words ELP 3 Identify long and short vowel sounds, orally produce single syllable words and identify phonemes in single syllable words ELP 4 Identify long and short vowel sounds, orally produce single Assessments Formative Spelling test Summative Reading assessment End of Unit Test End of Chapter Test Resources Rigby Leveled Scholastic Leveled 24
grade-level phonics and word analysis skills in decoding words. WIDA ELDS: 1-4 syllable words, identify phonemes in single syllable words and segment single syllable words into the sequence of their individual sounds. ELP 5 Read and comprehend single syllable words without difficulty. Reading Writing Speaking Stage 2 Assessment Evidence Performance Tasks: I can identify long and short vowels. I can identify letter sounds and blends. I can break words into beginning, middle and end. Other Evidence: Exit Slips Individual whiteboards 25
UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Fluent accurately process text with expression at an appropriate rate. Essential Questions: What do good do? Why does fluency matter? ESL Support: Leveled reading books Picture support Sight word vocabulary Word Wall Picture Dictionaries Standards CCSS RF 1.4 CCSS RF 2.4, L2.4 a Read with sufficient accuracy and fluency to support comprehension a. Read grade- Level text with Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1-SLO 11, 12 Grade 2- SLO 19, 22, 23, 24 CO Use reading strategies to establish a purpose for reading and to answer comprehension questions about the grade-level text while adjusting reading rate to support accuracy, appropriate rate, and expression (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection). Instructional Scaffold Skills ELP 1 Read single words with accuracy, fluency and comprehension. ELP 2 Read phrases and short sentences with accuracy, fluency and comprehension. ELP 3 Read appropriately Leveled texts with accuracy, fluency and comprehension. ELP 4 Read near grade Level Assessments Formative Leveled reading DRA Summative Unit tests Resources Rigby Leveled Scholastic Leveled 26
purpose and understanding. b. Read grade- Level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. WIDA ELDS: 1-5 Reading Speaking Listening LO Make predictions using illustrations, headings and prior knowledge. texts with accuracy, fluency and comprehension. ELP 5 Read grade Level texts with accuracy, fluency and comprehension. Stage 2 Assessment Evidence Performance Tasks: I know that reading fluently means that reading is smooth, easy and automatic. I know when a word does not make sense. I can re read with corrections. Other Evidence: Guided reading Partner reading Read aloud 27
UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader. Essential Questions: What do good writers do? What s my purpose and how do I develop it? ESL Support: Graphic organizer Word Wall Pictures/Photographs Partner work Story Map Template Sentence Starters Cloze sentences Standards CCSS W. 1.3, W.2.3 Write narratives in which they recount wellelaborated event or short sequence of events, include Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1 SLO 13 Grade 2 SLO 9 CO Organize ideas and information for writing showing a progressing and chronological narrative recounting two events using temporal words and a closing sentence. Instructional Scaffold Skills ELP 1 Write single sequence words under illustrations about two events. ELP 2 Write simple phrases about two events. ELP 3 Write simple sentences about two events with general Assessments Formative Observations Questioning Discussions Summative Resources Rigby Leveled Scholastic Leveled 28
details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. L1.2d, L2.1d, L2.2d Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. WIDA ELDS: 1-5 LO Compose a sequential narrative about two events using transitional phrases, pictures and graphic organizers. vocabulary and transitional words. ELP 4 Compose narrative about events with complete sentences, common and grade Level vocabulary, and transitional words. ELP 5 Compose narrative about events using complex sentences, grade Level vocabulary and transitional words and a closing sentence. Unit Progress Test Teacher Masters Standardized Test Practice Masters Writing Resource Guide K-5 Assessment Handbook ELL Assessment Kit State assessments District benchmark or interim assessments End-of-unit or chapter tests Writing Stage 2 Assessment Evidence Performance Tasks: I can place story events in the correct order. I can write my own story with events placed in the correct order. I can describe actions, thoughts, and feelings in my story. I can use words to show event order in my story. (before, during, after) I can write and ending that provides a sense of closure to my story. Other Evidence: Use of transitional words Self-assessment Class participation 29
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UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Producing clear ideas as a writer involves selecting appropriate style and structure for an audience and is strengthened through revision and technology Essential Questions: Writing clearly: What makes a difference? Final product: What does it take? ESL Support: Teacher support Visuals Graphic organizer Peer support Word wall Partner Work Illustrations/Diagrams Drawings Pictures/Photographs Standards CCSS W.2.5 With guidance and support from adults, focus on a topic, and strengthen writing Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 2 SLO 10 CO With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing simple and compound sentences. Instructional Scaffold Skills ELP 1 Revise writing of complex sentences or drawings with single words, and phrases. ELP 2 Revise writing of complex sentences or phrases or simple sentences. Assessments Formative Writing sample Questioning Discussions Resources Rigby Leveled Scholastic Leveled 31
as needed by revising and editing. LO Revise writing by checking and editing sentence structure. ELP 3 Revise writing of simple sentences. Summative CCSS L2.1f, L2.2e Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. WIDA ELDS:1-2 Writing Speaking ELP 4 Revise writing of complete compound sentences. ELP 5 Revise complex, detailed writing of compound sentences. Unit Progress Test Standardized Test Writing Resource Guide K-5 Assessment Handbook ELL Assessment Kit State assessments District benchmark or interim assessments End-of-unit or chapter tests Stage 2 Assessment Evidence Performance Tasks: I can write about a topic. I can answer question about my writing I can add details that will help the reader understand my topic. I can recognize that a good piece requires more than one draft. I can revise my writing by listening to ideas from my teachers and peers. I can edit my writing by checking for errors in capitalization, punctuation, and spelling. I can prepare a new draft with changes that strengthens my writing. Other Evidence: Published writing samples Writing process 32
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UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Effective research presents an answer to a question, demonstrates understanding of the inquiry, and properly cites information from multiple sources. Essential Questions: What do good researchers do? Cut and Paste: What s the problem? ESL Support: Graphic organizer Adapted Text Pictures/Photographs Partner work Sentence Frames Choice questions Template Shared Writing Word/Picture Wall Illustrations/diagrams/drawings Standards CCSS W.1.8 With guidance and support, listen to, discuss and compare Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1- SLO 15 CO With guidance and support, listen to, discuss and compare published stories/texts written by various authors to answer a question. Instructional Scaffold Skills ELP 1 Compare and contrast different versions of a story or topic and answer questions about similarities and differences using single words, and answering yes/no or either/or questions. Assessments Formative Writing Sample Questioning Resources Rigby Leveled Scholastic Leveled 34
published stories/texts written by various authors to answer a question. WIDA ELDS: 1-2 Writing Reading Speaking LO Compare and contrast different texts by using a graphic Organizers. ELP 2 Compare and contrast different versions of an appropriately Leveled story or topic and answer questions about similarities and differences using phrases to complete sentence frames. ELP 3 Compare and contrast different versions of an appropriately Leveled story or topic and answer questions about similarities and differences using simple sentences. Discussions Summative Unit Progress Test Standardized Test Writing Resource Guide ELL Assessment Kit State assessments District benchmark or interim assessments ELP 4 Compare and contrast different versions of an appropriately Leveled story or topic and answer questions about similarities and differences using complete sentences. End-of-unit or chapter tests ELP 5 Compare and contrast different versions of a grade Level story or topic and answer questions about similarities and differences using complex sentences, conjunctions and transitions. Stage 2 Assessment Evidence Performance Tasks: I can answer questions using information gathered or recalled. Other Evidence: Collaborative Comprehension Concept Map Pairs read It says/i say/ And so 35
UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Comprehension is enhanced through a collaborative process of sharing and evaluating ideas. Essential Questions: What makes collaboration meaningful? Making meaning from a variety of sources: What will help? ESL Support: Graphic organizer Cue Cards Manipulatives Word Wall Pictures/Photographs Choice questions Partner work Sentence Frame Templates Visuals Standards CCSS SL.1.1 CCSS SL.2.1 Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1 - SLO 16 Grade 2 SLO 8 Instructional Scaffold Skills ELP 1 Listen to and share ideas and thoughts through conversation Assessments Formative Resources Rigby Leveled 36
Participate in collaborative conversations with diverse partners about Grade 1 /Grade2 topics and texts with peers and adults in small or large groups. WIDA ELDS: 1-5 Speaking Listening CO Share and extend accountable talk with others using proper rules when speaking (e.g., listening to others with care, speaking one at a time about grade one topics and text under discussion) and asking questions for clarification. LO Listen to and share ideas and thoughts through conversation by listening attentively to others and taking turns speaking about the topic of discussion in small groups using cue cards. by listening attentively to others and taking turns speaking about the grade Level topics of discussion with a partner in using single words. ELP 2 Listen to and share ideas and thoughts through conversation by listening attentively to others and taking turns speaking about the grade Level topics of discussion with a partner using phrases. ELP 3 Listen to and share ideas and thoughts through conversation by listening attentively to others and taking turns speaking about the grade Level topics of discussion with a partner using simple sentences. Observations Questioning Discussions Summative: Unit Progress Test Standardized Test Writing Resource Guide K-5 Assessment Handbook ELL Assessment Kit State assessments Scholastic Leveled ELP 4 Listen to and share ideas and thoughts through conversation by listening attentively to others and taking turns speaking about the grade Level topics of discussion in small groups using complete sentences. District benchmark or interim assessments End-of-unit or chapter tests ELP 5 Listen to and share ideas and thoughts through conversation by listening attentively to others and taking turns speaking about the grade Level topics of discussion in small groups using complex sentences in extended discourse and using realia. Stage 2 Assessment Evidence 37
Performance Tasks: I can identify and follow the agreed upon rules for discussion. I can listen to the comments of others and share my own ideas. I can ask questions when I do not understand. Other Evidence: Teacher observations Self-assessment Peer assessment 38
UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Effective communication of ideas when speaking or writing relies on the appropriate use of the conventions of language. Essential Questions: Why do rules of language matter? How can I communicate clearly? ESL Support: Graphic organizer Pictures/Photographs Small Groups Sample sentences Model Word and picture wall Sentence frames Feelings Chart Alphabet Chart Standards CCSS L.1.1 CCSS L.2.1 Demonstrate command of the conventions of standard English Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1 SLO 18, 19 Grade 2 SLO 11 CO Use upper-and-lower case letters, nouns, pronouns, verbs and adjectives, regular and irregular nouns correctly in writing. Instructional Scaffold Skills ELP 1 Apply correct usage of upper and lower case letters, use of nouns, pronouns, verbs and adjectives, regular and irregular nouns, in writing single words. Assessments Formative Observations Writing Sample Questioning Resources Rigby Leveled Scholastic Leveled 39
grammar and usage when writing or speaking. WIDA ELDS: 1-2 Writing Speaking LO Apply correct usage of all upper and lower case letters nouns, pronouns, verbs and adjectives, regular and irregular nouns, using charts. ELP 2 Apply correct usage of upper and lower case letters, use of nouns, pronouns, verbs and adjectives, regular and irregular nouns, in writing phrases. ELP 3 Apply correct usage of upper and lower case letters, use of nouns, pronouns, verbs and adjectives, regular and irregular nouns, in writing simple sentences. Discussions Summative: Standardized Test Writing Resource Guide ELL Assessment Kit ELP 4 Apply correct usage of upper and lower case letters, use of nouns, pronouns, verbs and adjectives, regular and irregular nouns, in writing on complete sentences on near grade Level tasks. State assessments District benchmark or interim assessments End-of-unit or chapter tests ELP 5 Apply correct usage of upper and lower case letters, use of nouns, pronouns, verbs and adjectives, regular and irregular nouns, in writing on grade Level tasks. Rubrics Stage 2 Assessment Evidence Performance Tasks: I can print all upper and lower case letters correctly. I can explain the difference between common nouns,proper nouns, and possessive nouns. I can identify and write common nouns correctly by beginning them with lowercase letter. I can identify and write proper nouns correctly by beginning them with capital letters. I can Identify and write possessive nouns correctly by adding Other Evidence: Class participation Group work Classwork 40
an apostrophe. I can write basic sentences that use singular nouns with singular verbs and plural nouns with plural verbs. I can define a pronoun. I can identify and use personal, possessive, and indefinite pronouns correctly. I can identify that verbs change when showing actions that happened in the past, present, or future and use verbs correctly. I can identify common conjunctions and use them correctly to combine words and phrases. I can explain that determiners are words that introduce nouns and common determiners and use them in my writing. I can identify common prepositions and use them correctly. I can respond to questions by writing simple and compound sentences. I can write simple and compound sentences that make a statement, ask a question, make a command/request, or make an exclamation. Grade 2 I can define collective nouns and use them correctly. I can identify irregular plural nouns and use them correctly. I can identify reflexive pronouns and use them correctly. I can identify irregular verbs in the past tense and use them correctly. I can identify adjectives and use them correctly. I can identify and create simple sentences and compound sentences. I can expand and rearrange simple and compound sentences. 41
UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Effective communication of ideas when speaking or writing relies on the appropriate use of the conventions of language. Essential Questions: Why do rules of language matter? How do I communicate clearly? ESL Support: Word Wall Pictures/Photographs Cloze sentences Alphabet Chart Word Bank Punctuation Chart Writing rubric Sentence Frames Posters Model of contractions possessive form Adapted Text Dictionaries Standards Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Instructional Scaffold Skills Assessments Resources 42
CCSS L.1.2 a, b, e CCSS L.2.2 a, b, c Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. WIDA ELDS: 2-5 Grade 1 SLO 20, 21, 22 Grade 2 SLO 15, 16, 17 CO- Capitalize names, people and dates, use correct ending punctuation, use phonics to write unfamiliar words, use commas in dates, use apostrophe for contractions and possessives. LO Apply correct usage of uppercase letters in names, people and dates using a list of proper nouns, use correct ending punctuation marks using charts, use commas in dates, use apostrophe for contractions and possessives. ELP 1 Use capitalization, punctuation, and correct spelling in single words. ELP 2 Use capitalization, punctuation, and correct spelling in small phrases. ELP 3 Use capitalization, punctuation, and correct spelling in short sentences. ELP 4 Use capitalization, punctuation, and correct spelling in short writing assignments. Formative: Writing samples Questioning Discussions Summative: Standardized Test Writing Resource Guide Rigby Leveled Scholastic Leveled Reading Writing ELP 5 Use capitalization, punctuation, and correct spelling in grade Level assignments. K-5 Assessment Handbook ELL Assessment Kit State assessments District benchmark or interim assessments End-of-unit or chapter tests Stage 2 Assessment Evidence Performance Tasks I can capitalize the days of the week, months, and names of people when writing. I can identify end punctuation marks such as a period, exclamation point, and question mark. Other Evidence Partner work Class Participation Response to questions Classwork 43
I can use the correct end punctuation in my writing. I can place a comma between the day and the year of a date. I can use a comma to separate three or more words in a series. I can use common spelling patterns when writing words. I can spell new words by sounding out letters and using known spelling rules. 44
UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Effective and writers use knowledge of the structure and context of language to acquire, clarify, and appropriately use vocabulary. Essential Questions: When a word doesn t make sense, what can I do? How do I use what I know to figure out what I don t know? ESL Support: Reference materials Picture Dictionaries Thesaurus Glossary in print or digital Word games Pictures and Photographs Gestures Word/picture Wall Teacher created word generation chart Adapted Text Word strips Frayer Model Standards CCSS L.2.4 d Determine or clarify the Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 2 SLO 12 CO - L.2.4.d Predict the meaning of compound words Instructional Scaffold Skills ELP 1 Predict the meaning of simple words from Leveled. ELP 2 Predict the meaning of Assessments Formative: Observations Resources Rigby Leveled Scholastic Leveled 45
meaning of unknown and multiple meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. WIDA ELDS: 2-5 Reading Speaking based on Leveled, and content using the meaning of individual words (e.g., birdhouse). LO Predict the meaning of compound words based on the meaning of individual words using previously known words and pictures. compound words based on appropriately Leveled reading texts by inferring the meaning from previously known words. ELP 3 Predict the meaning of compound words based on appropriately Leveled reading texts by inferring the meaning from previously known words. ELP 4 Predict the meaning of compound words based on approaching grade Level texts by inferring the meaning from previously known words. ELP 5 Predict the meaning of compound words based on grade two Level texts by inferring the meaning from previously known words. Questioning Discussions Writing Sample Summative: Standardized Test K-5 Assessment Handbook ELL Assessment Kit State assessments District benchmark or interim assessments End-of-unit or chapter tests Stage 2 Assessment Evidence Performance Tasks: I can determine the meaning of unknown words using context clues in a sentence. I can recognize and define common prefixes. I can break down unknown words into units of meaning to determine definitions. I can recognize compound words and predict the meaning using the individual words. I can determine the meaning of an unknown word by using glossaries and beginning dictionaries. Other Evidence: Class work Homework Class participation Group/Partner work 46
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UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Effective and writers use knowledge of the structure and context of language to acquire, clarify, and appropriately use vocabulary. Essential Questions: When a word doesn t make sense, what can I do? How do I use what I know to figure out what I don t know? ESL Support: Word strips Pictures/Photographs Partner Work Sentence Frame Role Play Word/Picture Wall Illustrations/diagrams/drawing TPR Visuals Partner Frayer Model Standards CCSS L.2.5 a, b Demonstrate understanding Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 2 SLO 13 CO L.2.5.a Identify real-life connections between Instructional Scaffold Skills ELP 1 Identify real-life connections between words and their uses by describing their characteristics orally and in writing and Assessments Formative Observations Resources Rigby Leveled Scholastic Leveled 48
of figurative language, word relationships and nuances in word meanings. WIDA ELDS: 2-5 Writing Reading Speaking words and their use (e.g., describe foods that are sweet). LO Identify connections between words and their use using a semantic web. Grade 2 SLO 14 CO L.2.5.b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny). LO Apply words with different shades of meaning among closely related words by using just the right word in speaking and writing. using single words and pictures. ELP 2 Identify real-life connections between words and their uses by describing their characteristics orally and in writing using phrases with key content based vocabulary. ELP 3 Identify real-life connections between words and their uses by describing their characteristics orally and inwriting using simple sentences and key content based vocabulary at the student s appropriate reading Level. ELP 4 Identify real-life connections between words and their uses by describing their characteristics orally and in writing using complete sentences with some content based vocabulary at an approaching grade two reading Level. ELP 5 Identify real-life connections between words and their uses by describing their characteristics orally and in writing using detailed sentences of varying lengths with content based vocabulary at grade two reading Level. Questioning Discussions Writing samples Summative Unit Progress Test Standardized Test Writing Resource Guide ELL Assessment Kit State assessments District benchmark or interim assessments End-of-unit or chapter tests Stage 2 Assessment Evidence Performance Tasks: I can sort words into categories. I can define words by categories using common traits. Other Evidence: Partner Work Class Participation 49
I can connect words I hear and read to the real world. I can tell the difference between similar verbs by defining, choosing, or acting out the meanings. I can tell the difference between similar adjectives by defining, choosing, or acting out the meanings. I can make a real-life connection to words I hear and read. I can recognize verbs and adjectives that have similar meanings and choose the one that best fits the action or description. 50
UNIT: 1 Grade Level Cluster : 1 and 2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Effective and writers use knowledge of the structure and context of language to acquire, clarify, and appropriately use vocabulary. Essential Questions: When a word doesn t make sense, what can I do? How do I use what I know to figure out what I don t know? ESL Support: Word/Picture Wall Pictures/photographs Sentence frames Cloze sentence Gestures Charts/Posters Sentence Starter Frayer Model Standards CCSS L.1.6 Use words and phrases acquired through conversations, Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1 SLO 23, 24 CO Use frequently occurring conjunctions to signal simple relationships (e.g., because, and, or). Instructional Scaffold Skills ELP 1 Speak and write using frequently occurring conjunctions and identify the appropriate conjunction for selected sentences. ELP 2 Speak and write using Assessments Formative: Observations Questioning Resources Rigby Leveled Scholastic Leveled 51
reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). WIDA ELDS: 2-5 Reading Speaking LO Speak and write with conjunctions using Sentence Starter and a Word Wall. frequently occurring conjunctions in simple phrases. ELP 3 Speak and write using frequently occurring conjunctions in simple sentences. ELP 4 Speak and write using frequently occurring conjunctions in expanded and some complex sentences. ELP 5 Speak and write using frequently occurring conjunctions in multiple, complex sentences. Discussions Summative: Unit Progress Test Standardized Test Writing Resource Guide K-5 Assessment Handbook Skills Masters ELL Assessment Kit Stage 2 Assessment Evidence Performance Tasks: I can discover new words and phrases through reading, listening, and conversation. I can use my new words and phrases when speaking and writing. I can use conjunctions when speaking and writing. Other Evidence: Group Work Classwork Class Participation Common Assessment 52